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llllll
SCHOOL OF EDUCATION
LIBRARY
EDUCATION
BOOK PURCHASE
FUND
STANFORD
U N I V E R S I TY
SLOYD
OR
EDUCATIONAL MANUAL TRAINING
WITH
Paper, Cardboard, Wood, and Iron
FOR
PRIMARY, GRAMMAR, AND HIGH SCHOOLS.
BY
EVERETT ^CHWARTZ,
Ma$ter of the JValtham Manual Training School; Instructor in Manual Training ai Martha*9
Vineyard Summer Institute; formerly of Cook County XormrU School; Comins School, Boston;
and post Graduate of the Normal Sloyd School, Xiads, Sweden.
EDUCATIONAL PUBLISHING COMPANY
BOSTON. NEW YORK.
CHICAGO.
vi.| -. \
UBRARY or THE
HUH/D STANFORD -JP. umERSfTT.
COPTKIOHT
bt educational publishing company.
FFB 8* 1900
PREKACE.
The object of this book is to «:ive to teachers a complete system of
work, based upon purely educational principles, extendiujic from the kinder-
garten through the high school ; a system that has been tried with success in
some of the best schools, and pronounced most excellent by leading educa-
tors of the countr}' ; a system, too, that the best educated mechanics con-
sider sound and practic»M as ^eU as progressive. Moreover, it is a system
thi^t will set teachers to thinking and inventing for themselves ; and, while
it will give them an opportunity to learn how to make correctly with tools
the models preparatory to teaching, it will cause them to see the vital
connection between the Manual Training and the other school work.
Moreover, it is a system that teaches the fundamental principles of
of drawing, designing, and constniction and also the correct use of all kinds
of wood- working and forging tools.
The first exercises in this work are so simple that they can be per-
formed by any child In the lowest prinvary classes, and are so graded in
numl:)er, form and drawing as to meet successfully its intellectual growth
from day to day.
The lx)ok is the outcome of many yeai*s experience in teaching and
study with the foremost teachers in the United States and P^urope ; and its
chief pur|)08e is to show that Manual Training, in its best forms, can be
introihiced into the schools of every city, town, and village with success
and at comparatively small expense.
The author wishes to acknowledge his indebtedness to Mr. Geo. W.
Whittemore, Assistant blaster in the Waltham Manual Training School for
valuable help in arranging the exercises and models in the forge shop.
S.
COXTKXTS.
Paper AV'ork
• •
• »
Pace.
7
Cakd-Board AVokk
• •
27
Advanckd Cakd- Board AV'okk. Useful Articles . . S3
WooD-AVoRK. Sloyd
117
AVoon-'UHMNG, CARViN<i, Staixixi; and Finishing
■
\[K)
Iron-AVork. F<)R<iiX(;
24a
INTRODUCTION.
In the preparation of a system of manual training, the educator
should have for his end and aim the educational value of the work.
He should also know, and come in such close contact with other
school work, that he will see the importance of manual training, and be
able, through existing circumstances and conditions, to see and make the
connection between it and all other subjects in the school.
The first step, as shown in the kindergarten, nmst be to train the
powers of observation, producing new growth in the mental organism.
This is done with exercises of placing, putting, building, — leading up
to drawing and construction. These are also forcible means in training
the imagination, and inventive skill, and are invaluable lessons in language,
number, form and geometry.
There itre many kinds of work, founded on or develoi)ed from the
kindergarten occupations that will serve for the purpose of manual training,
with drawing as a comix)nent part of each. In drawing, the eye is
rendered more accurate, and the hand is brought more completely under the
will than by any other exercise ; but in itself it is not sufficient, it must l>e
supplemented by its application to work in paper, carti-board, wood and
other material, and in the making from the drawing that which the drawing
represents.
Because paper-work has been used to a great extent in the kindergarten
and in the home, it is lH»st, perhaps, to begin with it in the first primary,
3
4 ' INTRODUCTION.
keeping iu mind that the work must form the basis and material for a great
many lessons iu attention, language, number, form-drawing, reading and
writing ; and that the article made should be of such a form and nature, and
so systematically arranged that there will be a steady growth in all phases
of the work.
"But just what shall I do? what can the children make? how can
these things l)e made ? what insti-uments and tools would thev need ? iiow
can number, language, etc., be taught with it?" These are questions
often asked by teachers.
No teacher should feel conllned to a certain set of models, but rather,
let the desired exercises be embodied in a good model original with the
pupil or teacher, being careful to keep the general trend of thought the
same. The first series of diagrams will show models antl exercises that
have been used in Boston schools with success.
For a room of fifty-six pui)ils the following tools and material would
be needed : One thousand sheets of white or colored paper, and about the
constituency of good writing paper, cut accurately eight inches square.
Obtain this from some wholesale house, sending sample and dimensions ; a
few ounces of worsted, the colors selected being such that will blend with
the colors of the paper ; fifty-six hard wood, one foot rulers one and three-
eighths inches wide, with beveled edge and graduated into one inch, one-
half inch, one quarter inch, one-eighth inch spaces ; fifty-six lead pencils
('* Dixon's American Graphite, M," is good), with fine point; fifty-six
rubber erasers ; fifty-six pairs goo 1 pencil dividers, that can be easily
adjusted ; fifty-six pairs good six inch scissors ; fifty-six darning needles.
All these, excepting the ppper, can be kept in a neatly made cloth case,
with an apartment for each tool and kind of material, and can be rolled up
or hung on the inside of a closet-door.
SLOYD
OR
EDUCATIONAL MANUAL TRAINING
PART. I. —PAPER WORK.
Example No. 1- — Have the children sit squarely in their
seats, both feet on the floor. Have them hold up their right hands,
left hands, the index finger of right and left hands. Have them
touch with an index finger the front edge of their desks, which is
the edge next to them ; the same exercise with the back, right, and
left edges, the back right corner, the back left, front right, and front
left. Begin here by having the children, one at a time, give
directions.
Example No. 2. — Choose as many pupils as there are rows
of seats, selecting those who need the training the most, and have
them help in giving out the work. Have a certain place for every
thinor and teach their name and uses as thev are <riven out, and let it
be done in the following manner : Hold up a ruler before the pupils,
write the word on the board, and have them speak the word, then
will the ruler, the written and oral word be associated in the mind.
8 SLOYD.
The work should be given out in the following order : Place the
paper on the desks so that one of its edges will be parallel with and
about two inches from the front ed<re of the desk and directly in
front of you. Now repeat with the paper Example Xo. 1.
Example No- 3. — Take up the rulers, find the long mark
near Fig. 1.
Question, — How far is it from there to the nearest corner?
Answer, -One inch. (Repeat this with two inches, three
inches, and four inches.) Have them see that the corner of the
ruler most used is where the one inch begins. Place the corner
of the niler on the back left corner of the paper and have the edge
of the ruler parallel with the back edge of the paper ; then place a
fine point on the paper directly below the four inch mark, with the
pencil held in a vertical position.
Question. — How far is the point from the back left corner?
Answer. — Four inches.
Question. — How far is it from the back right corner?
Answer. — Four inches.
Question. — What have you done to the edge?
Ansioer. — Bisected it, or divided it into two equal parts.
Question. — What shall we call the point?
Answer. — The middle point, or point of bisection.
The pupils now bisect the other edges of their paper.
SLOYD.
Example No- 4. — Teach now opposite edges, opposite
corners and points. Place the ruler so that the edge shall connect
the point in the back edge with the point in the front edge. To
hold the ruler tinnly, divide it into thirds with the thumb and the
fore and middle finger. Hold the pencil as you are taught to hold
the pen, then join with a line the points connected by the ruler,
beginning at the back ; join the remaining opposite points, beginning
at the left in drawing the line.
10
SLOYD.
MODEL No. 1. — WALL POCKET.
Example No. 5. — Now put the model, which is ii wall-
pocket, where all can .see it, and without direction have them fold
their papers as the folding i.s done in the model. Have the worsted
cut to the ri<!:ht lenirth and teach them how to thread it into the
needle, and to catch up the corners and make a loop to hang it by,
as shown in the diagram, and model No. 1 is finished.
SLOTD.
MODEL No. 2 — WINDMILL.
PliiLC tho (wi|KT ill position.
Exercise No. 7.— PiiHf tin.- mlor iVc.m lunk risht to Inmt
loft niriit'i-s, aiKl draw the dia^'oiuil. Draw the other lUa^rmial.
(Toaoh here that the stiuure is now ilividod into four equal paiLs,
and tlio middle jioiiit is tbiind).
Exercise No. 8.— Take up the dividei-:*, loosen tJie adjust-
in;: .■jcrew and open tliem so lliat the diistiincc lu-tneen tlie pivot and
niiivking jwiuts will equal one inch, I'hiee the pivot point at the
centre of the square, frriis|i the lUvidcrs at their exti-enie up|)ei- end,
with the tips of the thund> imd fore-finger, anil then make ii cirele
I)y twirling the dividi-rs,kerpinir the hand and arm in one position.
Teaeii here, the circle, centre, cireuuifevence, niilius, and
diameter.
12
SLOYD.
Exercise No. 9. — Take up the paper with the left hand, and
with the scijjsors, ])eginning at the corners, cut along the diagonals
to the circumference of the circle. Bend the upper corner of the
right quarter, the right corner of the front quarter, the lower
corner of the left quarter, and the left corner of the back quarter
to the centre. Catch up those corners jis indicated in the diagram,
sewing through the Imck. The pupils should fold and sew the
fonn from the model and not frcmi dictation).
MODEL No. 8. — CYLINDER WALL POCKET.
Show the model. Bisect the right and left edges and join
these points with a line. (Teach here the oblong.) Bisect the
rio-ht and left ed«:es of the front oblong, connect with the ruler
SLOYD.
13
these points, and along its edge in the oblong, place points one
inch (1') from the right and left edges. Open the dividers one and
one-fourth inches (1 1-4") and with these points as centers inscribe
circles. Cut out the circles and upper oblong. Bend the right
edge of the oblong over the left edge lapping one-half inch (1-2").
Sew these together forming a cylinder. Sew one circular piece to
one end of the cylinder and use the other for a hanger.
MODEL No. 4.— CUBICAL MATCH-SAFE.
•
/
3
1
^
S
'
6
Bisect all edges of the paper.
J)S ^.
No. lO. — Bisect all halves of edges.
i*e (juadrisecting and opposite points),
lines all opposite jKnnts.
►m the model, the number and shape of the fac
SLOYD.
15
MODEL No. 6.— OBLONG COMB-CASE.
jms.
/
3
2
^
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Have the pupils examine the model, teach the oblong, its faces,
etc., and its relation to the cube. Let a number of them iro to
the board and draw the shape as it would appear if unfolded. Be
sure that all can see the construction, and then, without directions,
have them dniw the diagram. Cut, fold, and sew the oblong,
excepting one face with a loop for hanging as in the cube.
SLOYD.
DEL No. 6.— TBIANGXTIiAR WALL-POCKET.
'J&6.
/
X^
2
>>
S
A
ient the model. Teach here the triangular prism, and have
s, by measuring, see that the sides of the triangular ends
Jrcise No. 11. — Draw on the board a scjuare, construct
he square on one of its sides an equilateral triangle, by
f arcs with a pair of chalk dividers ; and following the
with the oblong, have the pupils draw their diagram.
I sew the triangular prism, leaving one oblong face with
lianging.
SLOYD.
17
MODEL No. 7.— SQUABE BOX.
o^r.
Present model. Have pupils ohtiiin measurements from the
model, draw diagram, cut away the corners, fold and sew without
dictation.
18
SLOYD.
MODEL No. 8.— SQUARE BOX.
Bisect right and left edges and find center of square. Open
the dividers 3 1-2' and with the center of the square as a center
inscribe a circle. With the same point as a center inscri})e a 4
circle. Place the ruler from right to left across the paper through
the center and where it crosses the circumference of the smaller
circle, place points.
Exercise No. 12. — With these points as centers and with a
radius equal to 1 3-4" describe arcs a])ove the center, between
the circumference of the circles. Place the ruler across the
pai>er through intersection of arcs and the center, and where it
crosses the circumference of the smaller circle phice points, eloin
all adjacent points and extend the lines to the circumference of the
larger circle. Cut along the circumference of larger circle, cut
away triangular corners, fold up the sides and sew from the model.
SLOYD.
19
MODEL No 9.— CONE PIN-HOLDER.
Find center of square, open dividers 3 1-2 , from the center
inscribe a circle and draw a diameter to the circle from right to left,
using points. Unfold the model and have them cut, fold and sew,
leaving loop at the base for hanging.
20
SLOYD.
THIANGUIiAR PYRAMID CATCH-ALL.
Jl^/0.
MODEL No. 10.
SLOYD
21
(Present model and then unfold, to show that all sides and the
large triangle of which they are composed are equilateral triangles.)
On the left edge of the square and 1 ' from the front left corner,
place a point ; place a point opposite on the right edge. Join with
the ruler these points, and beginning 1" from the left point, draw
a line 6" long in the square. Construct on the hoard on a given
line, by means of arcs, an equilateral triangle. (Have the pupils
see the construction of the triangles in the folding and then draw
their diagrams). Bisect all edges of the large triangle, join all
adjacent points, fold and sew, leaving one side with loop for
hanging.
22
SLOYD.
MODEL No. U.— SQUARE FYBAMID WASTE-HOLDEB.
From the center of the ^^(lllare in.*;crihe a 7 circle. Draw a
ri«rht and left diameter to the circle. Open the dividers e(]ual to
the radius of the circle.
Exercise No. 13. — Place the dividers at the riirht end of
diameter and with arcs cut the circumference above and below.
Draw coiTesponding arcs from left end of diameter, dividinir the
circumference into six equal i)arts. Join all adjacent i)oints,
making a hexagon within the circle. Join all opposite points,
dividing the hexagon into six ecjuilateral triangles. The hack
triangle is No. 1, hack right Xo. 2, front right Xo. 3, front
Xo. 4, front left Xo. /), and back left Xo. (J. Unfold the model
and have the pui)ils see the construction. Cut, fold, and sew,
leaving loop for hanging.
SLOYD.
23
MODEL No. 12.— HEXAGONAL BOX.
From ceuter of square inscribe ti 4" aiul 7" circle. By placing
points in the right and left sides of smaller circle, divide the
circumference into two equal parts, and from these points construct
a hexagon in the circle. Number the left corner 1, the l)ack left 2,
back right 3, right 4, front right 5 and front left 6. Join, with
the iniler, points 1 and 3, and draw lines from these points to
the circumference of larger circle. Draw corresponding lines
from points 2 and 4, 3 and 5, 4 and (), 5 and 1, 6 and 2. From
the model cut, fold, and sew.
24
SLOYD.
MODEL No. 13.— OCTAGONAL BOX.
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Exercise No. 14. — From center of square inscribe ii 4" and
1" circle. Divide the circumference of smaller circle into two
equal parts, with points in the right and left sides. Open the
dividers 1 3-4" and from these points make intersection of arcs
above the center and between the circumferences of circles, join
with the lailer intersection of arcs with center and where the ruler
crosses the circumference of smaller circle, i)lace points, dividing
r
SLOYD.
25
it now into four equal parts. From the right point with radius
equal to 1 3-4" describe arcs in the back right and front right
corners of square, repeat the exercise from the remaining points,
making intersection of arcs in all corners of square. Join with the
ruler opposite intersections, placing points in circumference of
smaller circle, dividing the circle now into eight ecjual parts. Join
all adjacent points, making an octagon. Join with the ruler, points
1 and 4, and from these points draw lines to the circumference
of larger circle, from i)oints 2 and 5, 3 and (5, 4 and 7, 5 and 8,
fi and 1, 7 and 2, 8 and 3. draw corresi)onding lines. From
the model cut, fold, and sew.
26
SLOYD.
MODEL No. 14.— TWELVE-SIDED BASKET,
From center of .square inscribe ii 4 ' and <)" cirelo, indicate ends
of horizontal and vertical diameters hv i)()ints as in the octa^ron.
Open the dividers eciiial to the radius of lar<rer circle and from
the right point draw arcs across the circumference ahovc and below,
draw eorrespondin<r arcs from remaining points, dividing the
circumference into twelve equal parts. With these twelve i)()ints
as centers and a radius ecjual to 1' inscribe circles. Cut around
the outer edge of figure, and cut out the elliptical figures inside.
Sew, so as to make Haring sides.
Part IL Card-board Work,
FUNDAMENTAL FORMS AND MODIFICATIONS.
Tools and material needed. — A drawinjr board; some rulers,
pencils, erasers, shears and dividers, as were used in the paper
series ; as many sharp-pointed shoe knives as there are pupils ;
one-half dozen ten cent cans of Le Page's Li(iuid Glue ; one thous-
and sheets of white paper, the same as in other scries, cut twelve
inches l)v seventeen inches ; one thousand sheets of white card-
board, of good quality and a little thicker than a postal card, cut
twelve bv fourteen inches. Send to some wholesale house for
samples, and have the cutting done by them.
The object of this work is to hel[), in an intense degree, in
teaching the many subjects that have to do in a direct way with
number and fonn, and forms the basis of future calculations.
This is tauirht intuitivelv and with a <2rreat deal of interest, as
the pui)ils think and work out their thoughts. Instead of memoriz-
ing rules that others have made through investigation and thought.
2«
SLOVD
tlicy make their own rules, compile their own arithmetic and
geometry.
The models heinjr made of white card-board, renders them very
valuable as a series of models for tlrawing, and therefore saves the
cost of a set made of plaster or wood.
The pupils can invent many modifications of these forms, and
no matter how far advanced a class mav be in number and form
work, these models will alwavs be found useful material.
ft
Such as the following can be given in square and cubic
measure : Make a box to contain nine cubic inches. Make a box
of ditterent shape to contain the same number of cubic inches.
This is also valuable work for the teaching of concise and cor-
rect English^ and the pupils become acciuainted with the use of
tenns that are best learned in connection with real work.
The work is done with thicker and tougher material than was
used in the paper series, and one sees that, in order to do the work,
it requires all the skill of hand and mind formerly accjuired, and a
systematic growth in both.
To test the real grow^th of ideas and skill of hand, free hand
dmwing should be taught in connection with it, and also have them
draw the same diagrams of the card-board forms on i)aper, free
hand^ then cut and fold.
As the models are arranged in the series one can trace the
growth of one form from another, but in some cases forms that
should ccmie early in the series are put in later, on account of the
SLOYD.
29
difficulties in making ; but in such cases they can be made of paper
in their true position, and afterwards in card-board.
MODEL No. 1. — CUBE.
Present a cube to the chiss, and develop the idea of its form
when unfolded, as with the cube in the paper series.
This series of models being entirely closed on all sides, it is
necessary that there shall be laps or margins, adhering to the sides
for gluing. Have the pupils tell how many laps are needed, and
where. When this is clear in the minds of the pupils, erase what
mav have l)een drawn on the blackboard as an illustration, and, for
a lesson in attention and accuracy, have them draw the diagram
from dictation as follows, being careful to give directions slowly,
concisely, and not to repeat them if possible :
Bisect the back edge of the paper ; place the corner of the
ruler at this point, so that the short edge of the ruler will coincide
with the back edge of the paper ; along the edge of the ruler, place
a point four inches below the point of bisection. Place points
directly opposite on the right and left edges of paper. Connect
the three points w^ith ruler, having the six inch mark rest upon the
middle point. This middle point shall be the middle point of a two
inch line. Draw the line. Place the corner of ruler at the right
end of this line so that the short edge of ruler shall exactly coincide
with the line, and, beginning at the right end of line, let fall a
30
SLOYD.
bi
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SLOYD. 31
perpendicular along the edge of ruler, eight and one-fourth inches
in length.
Beginning at the upper end of this line set off a one-fourth
inch space, and below this point four two inch spaces. The point
one-fourth below the horizontal line is point No. 1, the point two
inches below Xo. 1 is point Xo. 2 ; below Xo. 2 is X'o. 3 ; below
Xo. 3 is X'o. 4..
From the lower end of this line draw a perpendicular two
inches to the left ; connect the left ends of two horizontal lines,
placing and numbering points as before. Connect points X'o. 1,
extending the line one-fourth of an inch to the right and one-fourth
inch to the left. Connect points Xo. 2, extending the line two and
one-fourth inches to right and left ; draw a corresponding line
through points Xo. 3 ; connect right ends of lines extending
throuofh Xos. 2 and 3 : connect the left ends of these lines.
Connect points X'o. 4, extending the line one-fourth of an inch
to right and left.
On the line extending through points Xo. 2, place points a
one-fourth of an inch from each end ; place corresponding points
on line extending through Xo. 3, and connect opposite points.
Construct similar margins on right and left sides of upper
square ; and on the square below the middle square.
On the upper horizontal line place a i)oint one-fourth of an
inch from the right end. Join this point with point Xo. 1 ; cut all
corners of all margins in like manner.
Transfer the dniwiiig u))on card-ltonrd to a scnle of two inches
to three inches, or the making of u three inch cube.
Have the clarfs tell along which lines to crease for folding.
This should be done alonj^ the edge of the ruler with the point of a
sharp knitc, drawing the knife toward you in a cutting position and
cutting the card-lwmrd half way through.
Now with the shears cut along the outer edges of the whole
diagram. Then cut away corners of margins. Fold so that the
creases shall l)o on the outside and the margins inside.
Spread a thin conting of glue upon the outside of margins, and
glue carefully together, one side at a time.
SLOYD. 33
MODEL No. 2.— SQUABE PRISM.
Bisect the back edge of paper.
Place a point on the left edge four inches from the back left
corner. Place a point directly opposite on the right edge.
Place a point midway between points.
The point last placed shall be the middle point of a four inch
horizontal line. Draw the line. From the right end of this line
let fall an eight and one-fouith inch perpendicular. From the
lower end of this line draw a horizontal line four inches to the left.
Connect the left ends of horizontal lines.
In the right vertical beginning at the upper end set oft' a
one-fouilh inch space and below it four two-inch spaces. Place
corresponding points on left vertical. The points on verticals one-
fourth inch from the upper ends are points Xo. 1 ; those two
inches below are No. 2 ; those two inches below Xo. 2 are Xo.
3, and so on down.
Join points X"o. 1, extending the line one-fourth inch to the
right and left. Join points Xo. 2, extending the line two and
one-fourth inches to the right and left. Draw a corresponding line
through points Xo. 3, then connect points Xo. 4, extending the
line one-fourth inch to the right and left.
Connect the right and left ends of the lines extending through
points X"o. 2 and Xo. 3. On lines drawn through points 2 and 3
84
SLOYD.
pSr
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place {joints one-fourth inch from the I'i^ht and left ends. Connect
opposite points.
Construct simiiai- margins on the right and left edges of thp
npiwr oblong, and the one alK>ve the lower oblong. Cut all
corners of all margins as in the cube
Transfer on cardboard to the scale of three inches to two
iQcbes.
Crease, cut, fold, and ghic, as in the cube.
36
SLOYD.
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SLOYD.
37
MODEL No. 3.— TBIANOULAB PBISM.
With chalk dividers construct upon the black-board an equian-
gular triangle, upon a given line, by means of arcs.
Directions for drawing diagram :
Bisect the back edge of the paper. On the left edge place a
point four inches from the back left corner ; place one directly
opposite on the right edge ; also place one midway between points.
The point last placed shall be the middle point of a four-inch
horizontal line. Draw the line. From the right end of this line
let fall ft perj^endicular six and one-fourth inches in length. From
the lower end of this line draw a perpendicular four inches to the
left. Connect the left ends of horizontal lines.
On these vertical lines place points one-fourth inch from their
upper ends and below set off three two-inch spaces, numbering
points as in the cube and square prism.
Join all opposite points. Cut the corners of the upper margin
as in the cube. Open the dividers equal to the length of the short
side of the oblong; place the metal point at point No. 3 to the
right ; place the pencil point at point No. 2 ; be<2:inning there,
constiiict an arc a])Out two and one-half inches in length to the
right.
Place the metal iKiint iit point No. 2 ; constniet an sii-c to the
. right, intci-sectiiig the pi-ecediiig arc; join intersection of arce with
points 2 and 3.
Construct a cor res ponding triangle on the left aide of the
Bame oblong.
Transfer to card-i>oard to the scale of two inchc.-i to three
inches.
Crease, cut, fold, and ghie, using the cireulav mai^ins on the
sidea of the triangles.
SLOYD.
89
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No. 4.- SQUARE PYRAMID.
Place the paper so that the long edges will be parallel with the
front edge of the desk. Bisect the back edge of the paper ; four
inches from this point, directly towards the front edge, place a
point ; with this point as the center, construct a four-inch circle ;
draw a horizontal diameter of the circle ; from the ends of this
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diameter construct a hoxugon within tlie circle ; connect all opposite
points in hexagon.
The upjwr trianjrle will he side No. 1 ; iijipor right triangle.
No, 2 ; lower right triangle, No. 3 ; and lower triangle No, 4.
With the up|)er riglit corner of upper triangle as a center,
construct a circular mai^in on left side of triangle No. 1.
The base of the lower triangle shall he the upi»er side of a
square ; construct the sipiare.
After tnmsfeiTing drawing to canl-Iioard. to a scale of one
to two, cut out. preserving the circular margins on triangles
Kos, 1, 2, and 3; ci-easc, fold and glue.
8L0YD.
41
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No. 6.— TRIANGULAR PYRA.MID.
Place paper so that the long edges will be parallel with the
front edge of desk. Bisect the front edge of pa])er ; three inches
from this point and directly towards the back edge of paper, place
a point ; with this point as a center, draw a six inch horizontal
line ; using this line as a base, construct a six inch equiangular
triangle by means of arcs ; bisect all sides of this triangle ; join
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points of bi^ction in i'i<rht aklo with point in Irft side ; connect
both of tliese points with center of Iwise.
Open the dividci's equal to the Icngtli of :^i(le of small triangle ;
place the metal point at lower right comer of iipi>er triangle ; with
this [loint as a center constnict a circular margin on loft side of
npiwr triangle ; con«tnict similar miiigins on the hase of lower left
triangle, and on the right side of lower right triimgle.
Tninsfer driiwing on card-board to a scale of three to four;
cut, crease, fold and glue.
SLOYD.
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MODEL No. 6. —HEXAGONAL PBISM.
Place paper so that the long edges of paper will be parallel
with the* front edge of desk; bisect the back edge of paper; two
inches from this point and directly in front, place a point ; with
this point as a center draw a six inch horizontal line ; this line shall
be the upper edge of an oblong six by six and one-fourth inches ;
draw the oblong ; on the right and left sides of oblong, beginning
at the upper edge, set off a one-fourth inch space, and below it six
one inch spaces ; join all opposite points.
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open the dividers one inch, and with the lower and upper
right corners of fourth oblong as centers construct an intersection
of aics to the ii^ht
^N ith an inch i idnis and intersection of arcs as a center, con-
Btruct a ciiclc fiom the lowci and upper right corners of this
oblong construct ji hexagon within the circle ; in the same manner
construct a hexagon un the left side of this oblong.
Construct one-fourth inch margins on right and left sides of all
oblongs, except the one on which the hexagons are constructed,
cutting corners as in cube.
Transferring drawing to cardboard to a scale of one to one,
cut, crease, fold, and glue.
SLOYD.
45
^Cc\n.« \ No X .
MODEL No. 7.— HEXAGONAL PYRAMID.
Place paper so that the long edges of paper will be parallel
with the front edge of desk ; bisect the back edge ; four inches
directly in front of this point, place a i>oint ; with this point as a
center construct a four inch circle.
Beginning at lower side of circle, and having dividers open a
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distance of one and one-fourth indies, lay off six spaces in the oir-
oiinifei'cnee of the circle, working upward to the right ; join all
points in the circninferenee with the center ; draw all chords to
arcs, except the greater arc ; con-stnict a ciroiihir margin on left
side of upper left triangle.
The base of the lower triangle sliall he the u|>per side of a
hexagon drawn within a circle : con.-itnict the hcxagou.
Transfer to card-hoard to a scale of one to two ; cut, crease,
fold uud glue, using circular margins on hexagon.
SLOYD. 47
MODEL No. 8.— BHOMBIC PBISM.
Place paper so that the short edges of paper are i)arallel with
the front of desk ; bisect the back edge of paper ; place a point two
inches directly in front of this point ; with this point as a center,
draw a two inch horizontal line : this line shall be the back edge of
an oblong two inches by eight and one-fourth inches ; construct the
oblong.
On the right and left edges of oblong, l)eginning at upper
edge, set a one-fourth inch space, below it four two inch spaces;
join all opposite points.
The point one-fourth of an inch below the upper edge is Xo. 1,
and so on.
Place points on the lines one-half inch above points three and
four ; join with the ruler point two in the left with the point one-
half inch above three in the right ; draw diagonally upward to the
left from point 2 a line two and one-fourth inches in length.
Join with the ruler point 3, to the left, with the point one-half
inch above the point 4, to the right ; draw a line diagonally upward
from point 3, to the left, two and one-fourth inches in length ; con-
nect the left ends of these lines. On these lines one-fourth of an
inch from left ends place points ; join opposite points ; from corre-
sponding points draw a similar figure on the right side of same
square.
48
SLOYD.
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On rifiht and left skies of upper scjuare and the on
lower square, conatnict one-foui-th inch margins, cutting ull
as ill cul)c.
Transfer to card-ljoanl to a scale of two to three.
Cut, crease, fold and glue.
50
SLOYD.
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MODEL No. 9.— OCTAHEDRON.
Place paper so that the long edges shall be parallel with the
front edge of desk ; bisect the back edge of paper ; four inches
directly in front place a point ; with this point as a center draw a
three inch circle.
Place the ruler in position to draw the horizontal diameter —
where the ruler crosses the circumference place points ; using these
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points, divide the circumference into six equal parts ; connect all
these points with the center.
Draw chords of all arcs excei)t the greater. On the left side
of upper triangle construct a circulnr margin, on the hase of lower
triangle construct an equilateral triangle by means of arcs ; with the
intersection of arcs as a center construct a three inch circle and
within the circle, triangles as above with circular margin on upiwr
triangle.
In the first circle the upper triangle is Xo. 1 ; the upper right,
Xo. 2; lower right. No. 3; and lower triangle Xo. 4. In the
second circle, the upper triangle is Xo. 5 : the upper right, X^o. (J;
lower right. No. 7 ; and lower. Xo. 8.
Transfer to a scale of one to two ; cut, crease. f<»ld and gluo.
52
SLOYD.
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MODEL No. 10.— PAIR OF STEPS.
Place paper so that the short edges will be [)urallel with tlie
front of desk ; bisect the back edge ; four inclips directly in front of
this point place a point ; with this as a center draw a two inch hor-
izontal line, which shall be the upper edge of an oblong two by
eight and one-foui-th inches ; draw the oblong.
On right and left sides of oblong, beginning at the upper edge,
set off a one-fouilh inch space, below it two two inch spaces, below
these four one inch spaces ; join all opposite points.
Continue the upper side of second square one inch to right and
one inch to left ; continue the lower side of the same square two
inches to right and two inches to left ; fram the right end of last
line draw a one inch vertical line ; from the upper end of this line
draw a peri>endicular to the line one inch to the. left ; from the left
end of this line draw a one inch vertical line.
54
SLOYD.
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Cons;truct ji .similar tijruie on the left side of second square.
On the right and left sides of upper square and the four
oblongs, eonstiiict one-fourth inch margins, cutting oornei*s as in
cube.
Transfer on cardl)oard to a scale of one to two ; cut, crease,
fold and glue.
SLOYD.
55
MODEL No. U.— PENTAGONAL PRISM.
Place the paper so that the long edges Avill be parallel with the
front of desk; bisect the back edge, two inches from this point
and directly towards the front edge, place a point; this point shall
be the center of a six inch horizontal line ; draw the line ; this line
shall be the upper edge of an oblong six inches by seven and three-
fourths : draw the oblong.
On the right and left sides of oblong, beginning at the upper
edge, set off a one-fourth inch space and below it five one and one-
half inch spaces ; join all opposite points.
56
SLOYD.
Mark the lower left corner of oblong No. 3, A ; and the upper
left corner B ; with A und B a^ centers draw two three inch circles ;
mark the intersection of these circles at the right, C ; join this
point with intersection of circles to the left and extend the line
indefinitely to the left : with C as a center draw a three inch circle ;
mark where this circle croSvSes the line that joins the intesection, D ;
mark where the circle intersects the upper circle in the upper right,
E; an<l where it crosses the lower circle in the lower right, F ;
connect with ruler points E and I), and mark where the niler
crosses the lower circle in the lower left II ; join with the ruler
points F and D and mark where the ruler crosses the upper circle in
the upper left G.
"With a radius equal to one and one-half inches and with G and
H as centers, draw intersection of arcs to the left on the line
passing through points C and I).
Mark this intersection I ; join B and G ; G and I ; I and H ;
and H and A, forming a pentagon.
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Draw a similar pentagon on the right side of same oblong ; on
the right and left sides of all oblongs, except Xo, 3, construct
one-fourth inch matins, cutting comers as in cube.
Transfer drawing to card-board to a scale of one to one.
Cut, crease, fold and glue.
58
SLOYD.
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MODEL No. 12.— PENTAGONAL PYRAMID.
Place paper so tliat the long edges .shall be j)arallel with the
front of de.sk ; Hnd the center of paper ; with thi.s point a.s a
center, draw a two and one-half inch circle ; draw its vertical
diameter and divid(» it into five e<iual {)aits.
The point below the upper end U No. 1. : below it, No. 2 ; and
BO on.
With a rudius equal to the diameter and enda of diuuieter as
centers, draw an intersection of arcs to tlie rijrlit.
Place the ruler across the circle through point 2 and iiiter-
section of arcs ; where the ruler crosses the circle to the left, i)lace
a point. A line drawn from this point to the upper end of diameter
is one side of a pentagon : with the divider:! set off the remaining
sides. Each side shall l>e the husc uf an isosceles triangle having a
slant height of two inches, with its ajwx pointing outward.
Construct circular margins on alternate sides of all triangles.
Transfer to a scale of one-half to ouo ; cut, crease, fold and
glue.
60
SLOYI).
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MODEL No. 18.— CRYSTAL FORM.
Place the paper so that the shoit edges shall be parallel with
the front of desk ; bisect the back edge ; four inches in front
of this point place a point ; this shall be the center of a six inch
horizontal line ; draw the line : this line shall be the iipi>er edge
of an oblong six inches by six and one-fourth inches ; draw
the oblong. On the right and left sides of oblong, beginning
SLOYD.
61
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at the upper edge, set ofl* a one-fourth inch space and below it, six
one inch spaces ; join all oi)posite points. The right side of the
third oblonof shall be the base of an isosceles triangle having a slant
height of two inches and the apex pointing outward. With this
apex as a center, and a radius equal to the slant height of triangle,
draw a circle.
Draw within the circle five triangles equal to the one already-
drawn, draw three above and two below.
On the left side of same oblong draw a similar figure ; on the
right and left sides of all oblongs, except the third, construct a one-
fourth inch margin, cutting the corners as in cube.
Transfer to a scale of one inch to one inch, cut, crease,
fold and glue.
G2
SLOYD.
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MODEL No. 14.— OCTAGONAL PRISM.
Place pjiper so that the long edges will he pamllel with the
front of desk ; bisect the hack edge ; place a point directly in front
of it ; with this i)oint as a center draw a six inch horizontal line.
This line shall he the u{)per edge of an oblong six by eight and
one-fourth inches; construct the oblong ; on the right and left edges,
beginning at up{)er edge, set oft' a one-fourth inch space; below it,
eight one inch spaces ; join all (){)posite points.
SLOYD.
63
Continue upper and lower edges of fourth oblong indefinitely
to right and left ; open the dividers one inch and with the lower and
upper right corners of fouilh o}>long as centers, drav>' arcs intersect-
ing the extended lines to the right ; with these intersections as cen-
ters and a one inch radius, draw arcs above and below.
With the upper right corner of oblong No. 3 and the lower
right of No. 5 as centers, and same radius, draw arcs intersecting
arcs last drawn ; connect with ruler the upper right corner of oblong
No. 4 and upper intersection of arcs and from the upper right cor-
ner of oblong No. 4 draw a line diagonally upward to the right, one
inch long; from the upper end of this line draw a one inch line,
directly to the right ; with the right end of this line as a center and
a one inch radius, draw an arc intersectino: the extended lines diag-
onally downward to the right. In the same manner complete the
lower and right sides of octagon.
On the left side <it' oblong Xo. 4 construct u ^Imiliir octagon;
on the light anti left sides of all oblongs, except No, 4, construct
one-fourth inch maigiiis. cutting eonieis ad in culw.
Transfer to u scale of one to one ; cut, crease, fold and glue.
SLOYD.
65
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MODEL No. 15.— RHOMBOHEDBON.
Place paper so that the long edges shall be parallel with the
front of desk ; bisect the left edge ; bisect the right edge ; connect
points of bisection ; on this line four inches from the left end place
a point ; four inches to the right of it place another ; with these
points as centers, draw two four inch circles ; from ends of
diameters divide the circumferences into six equal i)arts.
In circle to left, connect upper left point with lower right ; the
left, with lower left ; lower left with lower right ; upi)er left with
upper right ; and upper right with right.
66
SLOYD.
In circle to the right, connect the upper right and lower left
points ; the lower left and lower right ; lower right, and right ;
lower left and left ; left and upper left ; and upper left and center.
On the upper side of upper triangle in the circle to the right
construct an equiangular triangle with apex pointing upward ; on
the left side of this triangle construct a circular margin ; connect the
lower right j)oint in circle to left with lower left in circle to right.
On the left side of upper rhombus in the circle to left construct
a circular margin.
The left rhombus in left circle is side No. 1 ; the upper rhom-
bus, No. 2 ; the one to right of No. 1 is No. 3 ; the rhombus includ-
ing upper left and lower left triangles in the circle to the right is
No. 4 ; the lower right rhomlms in same circle, No. 5 ; and the
rhombus including the upper triangle and one constmcted upon it,
No. 6.
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There should be circular margins on left side of No. 1 ; on left
of No. 2 ; on upper left of No. 4 ; on upiJer, lower, and right sidca
of No. 5 ; and upper left side of No. -6.
Transfer to a scale of two to three. Cut, creu^, fold and glue.
68
SLOYD.
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MODEL No. 16.— ISOSCEHEDRON.
Place i):i})er so that the short (Hljre.s will be parallel with the
front of desk ; l)iseet the right and left sides ; join opposite points ;
three inches from the left end of this line })lace a point. This shall
be the center of a four inch circh* ; draw the circle ; from the ends
of diameters construct a hexairon within the circle ; continue the
outer edges of the upp(»r and lower triangles indefinitely to the
right ; on the lower edge of the lower triangle construct an equila-
teral triangle, its apex pointing downward; from the apex of this
triangle, draw a line parallel with the ext(»n<l(Ml line above.
From the upper right corner of upper triangle set oft' on the
upper line four two inch spaces ; from the apex of lower triangle
set off on lower line IVmr two iiich sjwceii; join all opposite points
with lines tUst shall Ik; ptmillel with upper right and upper left siilen
of hpx:iarou.
The five upper triangles pointing upwai-d, l>cginning nt the left,
shall I>e numl)ered 1, 2, 3, 4, r-nd 5 ; the ton triangles in the middle,
6,7,8, il, 10, 11, 12, 13, 14 and lo ; the five triangles Iielow
pointing dowcwani, lli, 17, 18, 19 uud 20.
There should he circular mai;gins on the left sides of tlie upjter
five and the lower five triaiigle^i and on the left wide of X". li.
Tranafer the dntwing to cardboard to a scule of one to one.
Cut, fold, crease and gUie.
SLUYD.
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MODEL No. 17.— FRUSTRUM OF SQUARE PYRAMID.
PliUM* pii})er X) tliat IIk* loiiir i*dires shall ho ])aniliel with the
front of the (U'sk ; bisect tlio hark odiro : four inches in fi-ont of
point phu*(» a point ; witli this as a renter, draw a four inch circle
and a one and one-fouith inch eirchN thc^ one and one-fouilh inch
circle to he mdieatc^d hy a dotted line ; phice points in circumfer-
enoes inilionting ends of horizontsil dinnipters ; from tlies* points
divide tlir eii»!umferenc(.>rt into six ciiual piirts.
Ill lioth circles connect tlic? upper liglit points with upper left ;
the upper rijilit and right ; tlie right iind lower right ; mid the
h)wer right and lower left.
Join the upper left cornci-s ; the upjwr right ; right ; lower
right; and lower left. On the upper side of lower frustrum erect
a five-eighths square ; on the ui)per, right, and left sides of this
sijimro coni-truct circular niiirgins.
Construct a circular margin on left side of upi>er frustmm.
The I»ase of upper frustruni shall he the upper edge of a
square ; conistruct the square.
Tranwfer to a scale of (hic to two, and cut, creatnc, fold and
glue.
72
SLOYD.
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MODEL No. 18.— PENTAGONAL DODECAHEDRON.
Pl»*ice paper so tliat the short edges will be parallel with the
front of desk ; bisect the l)ack edge ; six inches from this point,
directly towards the front, place a point ; this shall be the center of
a one and one-half inch horizontal line ; draw the line, markina: the
left end A, and the right end B ; on line A B construct a pentagon
as in pentagonal prism.
SLUYD.
73
The upper right corner is C, the upper left, D, and the upper,
E. Join with ruler C and D, and draw a line one and one-half
inches long to the left from D ; join with the ruler C and A and
draw a line one and one-half inches long diagonally downward to
the left from A. With the outer ends of these lines as centers, and
a one and one-half inch radius, draw an inters^ection of arcs to the
left ; join points making a pentagon ; on all remaining sides of first
pentagon construct a similar pentagon. *
On the lower left side of lower pentagon construct a pentagon ;
on the lower side of this pentagon construct a pentagon ; on
remaining sides of last pentagon constnict pentagons.
On the series of six penti^igons above there shall be circular
margins on the left side of upper right ; on the lower left side of
upper left ; on the lower right side of lower left ; on the upper
right side of lower ; on the upper side of right.
74
SLOYD.
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On the series of six l)elow, tliere shall be circular margins on
the uj)per left and lower left sides of the upper i)entagon ; on the
upper left, left, and lower left sides of left ; on the left, lower, and
right sides of the lower left ; on the lower, lower right, and upper
right sides of the lower right pentagon ; and on the lower right,
upper right, and upper left of the right pentagon.
Transfer drawinir to a scale of one inch to one inch; cut*
crease, fold and glue.
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SLOYD.
77
MODEL No. 19.— GREEK CROSS.
Place paper so that the short edges will be parallel with the
front of desk ; bisect the back edge ; two inches directly in front
place a point which shall be the center of a one-inch horizontal
line ; draw the line. This line shall be the upper edge of an oblong
one inch by twelve and one-fourth ; draw the oblong ; on the right
and left sides of oblong, beginning at up])er edge, set oft' a
one-fourth inch space ; below it twelve one inch spaces ; join all
opposite points.
Extend the upper and lower sides of fourth square three inches
to the right and three inches to the left ; connect the right and left
ends of these lines ; on these lines j)lace points one inch and two
inches from their right and left ends ; connect opposite points,
extending lines one inch above and one inch below ; connect the
upper and lower ends of these lines.
On the right and left sides of series of twelve squares, except
the fourth scjuare, construct one-fourth inch margins, cutting
corners as in cube.
Transfer to a scale of one to two, cut, crease, fold and glue.
78
SLOYD.
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MODEL No. 20.— CYLINDER.
Place the paper .so that the long edges are parallel with the
front of desk ; bisect the ])ack edge, and place a point four inches
directly in front of it which shall be the center of a three inch
horizontal line ; draw the line ; this line shall ])e the upper edge of
an oblong three by live inches ; draw the oblong.
SLOYD.
. 79
On the right and left sides of oblong place points one-fourth
inch from the upper edge ; join opposite points.
Bisect the right and left sides of oblong ; join these points with
a ruler and place points one inch to the right and one inch to
the left of oblong ; with last points as centers describe two one
and one-half inch circles and two two-inch circles.
Beginning at any point in the circumferences of inner circles
divide them into one-fourth inch spaces ; every other space in
the circumference shall be the base of an isosceles triangle, whose
apex touches the outer circle ; draw the triangles.
Transfer to the scale of one to two. Cut, crease, fold and
glue.
80
SLOYD.
A cylinder of wood tlirco inches in <lianieter Jind oi«rht inches
lonjr .should he provided for rolling and gluinir the side of cylinder.
SLOYl).
81
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MODEL No. 21.— CONE.
Place the paper so that the long edges are parallel with the
front of desk ; find the center of paper ; with this point as a center
draw a four-inch circle, and a four and one-half inch circle ; place
ruler in position to draw the horizontal diameters, and draw a
radius of inner circle to the right ; in line with diameters and two
inches to the left of outer circle place a point, which shall be
the center of a one and one-half inch circle ; draw the circle.
82
SLOYD.
Cut out a circular plinth of card-board equal to the last circle ;
place a point on card-board on the outer edge of circle ; place the
plinth in a veilical position so that the last point shall rest on
the right end of radius of inner circle ; roll the plinth upward along
the circumference of the inner circle until the point in plinth
again rests upon the circumference of inner circle ; join this point
in the circumference with the center.
c
owv.
y-« I\
Construct a one-fourth inch margin on the left side of this
segment ; construct isosceles triangles between the circumferences
as in the cylinder.
Transfer to a scale of one to two. Cut, crease, fold and glue.
SERIES No. 3.
USEFUL ABTICLES IN CABDBOABD.
The object of this series is to place in the hands of teachers, —
who cannot o])tain permission, time, place, tools or material for
teaching wood-work, — a series of Manual Training lessons that may
be practically followed in any school-room. The series is also an
excellent preparation for introducing the pupils to the real working
drawings needed in advanced work in wood and iron. Thus, when
they come to the higher work, they will have a very fair idea of
what is needed.
The drawings as in the preceding work, are for the help of
teachers, who can make their models from them. The pupils should
l)e taught to make drawings from these models ; then models from
their drawings.
83
84
SLOYD.
TOOLS AND MATEBIAL NEEDED.
A good quality of straw board, three or four times as thick as
a postal-card ; some leatherette paper for the outside covers of the
portfolio, music-roll, card-cases, boxes, etc. ; some prettily figured
paper, such as may ])e found on the fly leaf of some books, for the
outside and inside of card receivers, mats, work-boxes, comb-ciises,
etc., and for the inside of portfolios; some thin pale blue and red
paper for the inside of boxes, music-rolls, card-receivers, etc. ; Le
Page's Liquid Glue for gluing card-board ; and some book-
binder's paste. The tools used are the same as those used in the
preceding work, with the addition of a small paste-brush.
SLOYD.
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SERIES No. 4,
The work cinbodied in this .series of models is the most im-
portant of all to the pupil. Eleven years is about the average age
of pupils who are able to l>egin it, but it would not be right to say
that all of that age would be able to do the work, nor would it
be pi'oper to exclude all pupils who are under that age, for
many are more apt at the age of nine than others at the age
of fourteen. This depends greatly upon inlieritance, natural bright-
ness and environment. At this i)articular age character is easily
moulded ; the hand and eye easily trained, and thoughts easily
directed. Every pupil should be allowed to proceed with the work
as fast as he can, and do excellent work, for every one should be
kept at his best all the time.
THE WORK.
With this particular work, the' possibilities for all around
development are greater than in any other form of Manual
Training, therefore it is the best form for public school work. In it
there are a greater number of healthful exercises taught than are
emlwdied in any other work. There are no harmful exercises.
117
118 SLOYD.
The articles made are such as to embody the exercises in the
order of their simplicity, and can be so arranged as to fit the daily
growth of the pupil.
With careful teachinir of the use of tools there is a natural ten-
dency towards neatness and accuracy, which cannot be said of all
kinds of work that could be used for manual training pui'poses.
It brings a pupil face to face with himself, aiid he sees his weak-
nesses and his good qualities as he never saw them before.
These elements of character which Manual Training should
develoj), such as independence, order, neatness, respect for the dig-
nity of intelligent labor and a love for work in general, are funda-
mentally established, and there is an awakening: of a lively interest
in all subjects that pertain to scientific and skillful work and thought.
Another important fact is, that one bectmies more generally skillful
in this work than in any other, and the exercises performed are
fundamental in teaching and i)erforming all other kinds of work
that could be used for manual training purposes and which should
follow this.
THE TOOLS.
The knife is the tool with which more articles can be made than
with any other, hence a greater number of exercises can be performed
with it. It is also more universally known and used than anv other
tool.
If any one makes an article with a knife, he can claim that the
work was solely his own, for the tool was held and ffuided by his
SLOYD. 11 J)
own hand, and the eye was exercised in judging of surfaces and
curves ; but when he makes an article, using the plane where a knife
could have l>een used, he can claim hut part of the work as his own,
for the cutting blade of the plane was held and guided to a great
extent by the stock of the plane. This is why the knife is the fun-
damental tool in Slovd work.
•
Messrs. Chandler and Barlwr, 17 Eliot St., Boston, Mass.,
have with great care prepared a bench and a full list of tools, which
are recognized l)y all teachers as the best that can be had and are
sold at a very small profit.
Never use a poor tool, and always keep tools in excellent
cutting condition. Never attempt to teach the use of them until
vou have learned to do it readilv voursolf.
»■ * »•
Use tools of common size ; for l)oys who are old enough to do
the work are able to handle the ordinary tools, and thev are more
steady in the hands than smaller ones.
The following tools should be kept at every l)ench : a knife, a
jack-plane, a smoothing-plane, a marking-gauge, a tri-square, a
two foot rule (in one piece), a pair of steel conn)asses and a pencil.
All the other tools except the cross-cut and si)littin«r-saws should
l)e kept in a cabinet with a glass front, with slanting shelves and
apartments for each tool. The cross-cut and splitting-saws should
l>e hung on a rack near where the sawing is done, and all tools that
are not at the l)enches should be <riven out l)v the teacher or some
pupil appointed for the otiice. The grindstone, chopping-block
120
SLOYD.
and sjiw-horses should he in a phice where they will be out of the
way of the benche.s.
For the drawing the Milton Bradley kit is the l>est in the
market and serves the purpose very well.
Six sets of ffood drawinc: instruments are enouojh for a class of
twenty-tive. They should be given out by the teacher and kei)t
with the paper at his desk. Sand-paper should be used as sparingly
as possible and should be given out by the teacher. Grades No. 1 1-2
and 1-2 are the best for the purpose.
After the general instruction has been given to the class, indi-
vidual teaching should be given in the sharpening, care, and use of
the tools.
Seats for the class should be arranged in front of the teacher's
bench and drawing board, where he can perform exercises that can
be as well taught in class as with individual instruction.
All tools should be kept dry, no rust being allowed to
corrode them. During the vacation months they should be wiped
with oiled waste, wrapped in oiled paper, packed in cases, and
put in a dry place.
Any first class cari)cnter or cabinet-maker can give to a
teacher all necessary instruction in the sharpening, use and care
of the tools.
MATERIAL.
It has been found through years of experience and careful olv
servation that wood is best adapted for work in Manual Training for
SLOYD. 121
pupils in the upper Grammar grades. It can be easily obtained, it
offers the right amount of resistance to the tools and hand ; the
pupils become interested in finding where the ditferent woods
gi'ow, and the study of the nature, growth and general appear-
ance of trees gives a basis for the study of design.
In the analysis of this series the diflferent kinds of wood
that are best adapted for the work are given.
Great care should be used to select wood of the best quality,
straight grain, good coloa*, kiln-dried ; and when selecting white-
wood take that which is free from sap. It is a good plan to
purchase enough at one time to last a year, if it can be stored
in a dry place.
THE ROOM.
Many ask if this kind of Manual Training can not be taught
in an ordinary school-room, and the work done on a common
school desk. This, however, is not practical.
A special room on the lower floor or in the basement, if dry, is
the best place for the work. The room should be at least thirty
feet square and well lighted from opposite sides.
In setting the benches plenty of room should be allowed for
passage ways, for the sawing of lumber, 'and enough between
benches so that the pupils need not come in contact with each
other while w^orking.
It is very desirable to have black-boards around the room, for
drawings explanatory of the construction of plane figures, (lo.>crip-
tions of parts of tools, positions of the body while working, etc.
122
SLUYl).
Mention has already been made of the seats arranged in front
of the teacher'8 bench and bhick-board. This is a very important
feature and much <rood teachin«: can be done on account of it which
could not l)e done as well in any other way.
The teacher should meet his class here at least once a week to
talk over with them the work in general, to lecture on woods, tools,
etc., and to explain different exercises with the tools and
instruments.
A cabinet should be provided for the teacher's models, and in a
side room, fitted with broad shelves, should be placed the finished
work of the pupils. In another room there should be lockers for
each pupil arranged in sections, each section to contain twenty-four
lockers. A convenient size for each locker is twenty-two inches in
height, ten inches in width and fourteen inches in depth. One door
can serve for three lockers. These should contain the pupil's
drawing kit, suit and unfinished work. These lockers are an im-
portant feature, for it helps in a great degree to teach neatness
and order.
THE MODELS.
The teacher in Manual Training should consult with the
teacher in design, and be careful that the models from which
the pupils work are articles of real worth, beautiful in shape.
]Many practical persons who have artistic tastes rightly criticize the
models which are used in many Manual Training Schools. Other
{)ersons, disregarding the necessary and fundamental exercises in
making the objects, would simply teach ornamentation. This,
lni\vr\rr, i- ;i wToiio' i 111] )r«'^-i()i 1 t'or ))U|)iU l<» toriii dt" w li:it i^
inc-t NalunMc in an (inj«'ct. Ai::iin llici'f .nr tlm-f who 1:0 to
tho other extreme. Some would have no ornamentiitioii at all,
not even on useful parts, while others would over-ornament to the
extent of sacrificing useful parts.
There is, however, a happy medium, which can be maintained
by ornamentino; useful parts, making them none the less useful
but more beautiful.
Never make a model ugly in shape for the sake of teaching
an exercise. It would be better to go on to the next model
and in the meantime invent something useful and pretty to
contain that exercise.
Finally, there should be a variety of shapes, and in the series
there should be a number of models having such convex surfaces as
are most graceful and cannot be made with instruments in a
mechanical way but must be drawn and made free hand. This
might be called modeling in wood. It tests and educates the
eye and hand in a wonderful degree.
MARKING.
This is one of the most difficult tasks that a teacher has to
perform. It is sometimes hard to decide how to mark. The
teacher is supposed to know, all the time, the quality and amount
of work that is being done on each model on which the class is
working, and as he passes from 1)ench to bench he can so w%atch
the work that he can easily pass his judgment on the workman-
124
SLOYD.
ship and faithfulness of the pupil. Teachers have to accept work
from some pupils that he would not accept from others. For in-
stance, here is a l)ov who has inherited a strong tendency towards
skillfulness in the use of tools, and it is quite easy for him to do
the work in an excellent manner, but he should be kept at his very
best all the time and show steady improvement. The duty of the
teacher, here, would be to make the right sort of a leader of him,
encouraging him to do extra work in the way of invention, and
helping to teach those who need special instruction.
Here is another pupil who is naturally dull and has inherited
no tendency towards skillfulness. It would be impossible for him
to equal the other in his work, l)ut if he has done his best after
having been shown his deficiencies and has made another trial, his
work should be accepted, even if not up to the standard of excel-
lence that the average pupil can make.
LECTURES AND REFERENCE BOOKS.
The teachers work should bv no means be confined to teachinjr
the use of tools and making models. The lectures that he gives
should interest his pupils in the study of the history of tools, and the
nature, use and manufacture of metals. This will lead to a closer
study of General History, Literature, Geography, Geology, and
Phvsics.
He should be able to refer his pupils to books upon these
sul)jects, and in class have them relate what they have found. Great
SLOYD. 125
care should be taken in teaching the correct positions of the body
while handling the tools, and illustrating how the body is developed
by right exercises and injured l)y wrong exercises.
GENERAL HINTS.
Never try to help a pupil by doing his work for him.
A period of two hours twice a week will keep the class in-
terested and the hand will not forget from one period to another.
The benches and tools should be inspected before and after each
lesson.
The models should be given to those who have made them, at
the close of the school vear.
Keep plenty of good surgeon's plaster and bandages on hand,
for accidents with the knife are likely to happen.
When a certain decree of excellency has been reached bv the
pupils, let them ornament some of the later models with api)ropriate
designs of wood carving. Encourage pupils to have tools and a
bench of their own.
The best w^ay to proceed with the work is to have the pupils
make a working drawing from the teacher's model, and then from
that drawing make his model.
A good way to examine the pupils would be to show them the
new exercise that is contained in their next model and let them in-
vent a model embodying that exercise, making the working
drawing: of it first ; or the teacher could make a drawinir of the next
model and have the pupil work from it. This could be done once
or twice during the year.
126
SLOYI).
I.
GUDVEL MBNDELR.
ruuL2i»z&.
MODEL No. 1.— GLOVE MENDEB.
Prepare for the class pieces of. wood 1" wide, and 8" long
sawed from a 7-8 ' hoard. On one of the V sides, which should he
marked No. 1, draw a line, with the aid of a ruler, along the edge
of the wood, 1-8" from the side. With the knife, cut this side down
to the line drawn, making it square to No. 1. Mark this side No. 2.
On side No. 2 draw a line that shall be 9-16" from side No. 1. Cut
to this line, making the side square to No. 2. Mark this side
No. 3. On side No. 3 draw a line that shall be 9-16 " from
side No. 2. Cut down to this line, making the side square to
No. 3. Mark this side No. 4.
With the use of the tri-square draw a line around the stick
1-2" from one end. Cut off the end of the stick at this line
making the end square to all the side faces. Draw a line around
the stick 6 1-1(5 from this end. Cut off the stick at this line,
square to all the side faces, making a square prism 9-16' x 6 1-16".
Draw lines around the stick 1-4" from one of the ends and 3-16"
from the other end, and, using these as guide lines, draw the plan
(omitting the curves) upon two opposite sides of the wood. Cut
the other two opposite sides down to the lines of the drawing, then
SLOYD.
127
draw plan upon these two sides. Cut down to these lines, making
a frustrum of a square pyramid.
Quadrisect all ed<res of both ends and join opposite points
except the middle points. Cut all corners to lines, making the
fnistnim of an octagonal pyramid. Kound all corners, making the
frustrum of a cone. Draw lines around the stick 1-4 * from the
larger end and 3-l() " from the smaller end. Round the ends accord-
ia<r to the drawin*'.
Finish with coarse and fine sand-paper. If the model is too
long, cut from the smaller end.
2.
SEED STICK
PUULSIZEL
MODEL No. 2.— SEED STICK.
Prepare pieces of wood 1' wide and 10 ' long, sawed from a
7-8 ' board.
Make an oblong 17-32 ' x 1) 1-1() ', using the plane on the side
faces and the knife on the end faces, followinir the same rules in
lining, cutting, and squaring as in model No. 1.
128
SLOYD.
Draw lines around the .stick 1-2 ' from one end and 3 ' from
the other end. Draw the plan upon two opposite sides of the stick.
Cut the notdies with a knife, and also to the oblique lines.
Place the stick with one corner uppermost in the vice,
bevel the four longer edges with the plane ; with the knife
bevel tlu» edges on the ol)lique sides and on the ends.
By wrapi)ing sand-paper around a small square block finish
uj) the ends first, then the obli(jue sides and then the remaining
sides. If the model is too lonir, cut fnmi the smaller end.
3.
RDUND FUDWER STICK
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FUL-U SIZE.
MODEL No. 3.— ROUND FLOWER STICK.
Prepare j)ioces of wood 3-4' wide and 15" lonjj^, sawed from a
7-S board.
With the use of the knife and procedinir as in model No. 1 cut
the stick to an oblon*: 7-1 <> x 15 .
Draw a line around the stick 1-4' from one of the ends.
Place the stick horizontally in the vice and with the cross-cut
saw cut the stick otf 1-10 outside this line. Square the end with a
knife up to this line.
SLOYD.
129
Draw a line around the stick 14 1-1 G" from the end. Cut off
the end at this line, proceeding as with the other end.
Quadrisect all edges of both ends and join opposite points.
Cut all corners to lines making an octagonal prism. Round all
corners, making a cylinder.
Draw lines around the stick l-in'from one end and 1 from the
other end. Round these ends according to the drawinjr.
4.
LELTTE.R DPElNElR.
ruuusiz&i
MODEL No. 4.— LETTER OPENER.
Prepare pieces of wood 1 1-4 wide by 9 ' long, sawed from
a 3-4 board.
Plane to an oblonor 7-lG' x 1 1-1(> ' x 9 , usinir the marking
piuge for lines instead of the pencil and ruler.
Cut off both ends as in the ])recedinir models, using the i)oint of
the knife for lines instead of the pencil, making an oblong 7-l«) x 1
1-16" X 8 1-8".
130
SLOYD.
Drjiw the plan upon one of the sides of the stick. Cut off end
with tenon-saw up to 1-16 ' of the short oblique line. Cut with knife
up to this line and to remaining lines.
Place the elevation drawing upon two opposite sides of the
wood and cut to lines. Model with knife according to end view,
and finish with sand-paper.
5.
SDUAREl FLDWER STICK.
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PULLSIZE..
MODEL No. 6.— SQUARE FLOWER STICK.
Have the pupils saw from a 7-8" board a piece 3-4" x 15". Plane
this piece to an oblong 13-;^2 x 15' . Square both ends with saw and
knife luakinjr an ol)lonir 13-32 x 14 1-1 G'.
Draw lines around the stick 1-8 ' from one end and 1" from the
other. Place stick with one corner uppermost between the jaws of
the vice and bevel the edges with the plane.
Cut ends with knife according to drawing and finish with sand-
paper.
In all succeeding models the pupils should mark oflf and saw
their own lumber.
SLOYD.
131
6.
FILE HANDLE.
PULL SIZE-
MODEL No. 6.— FILE HANDLE.
Cut from a 7-8" board a piece 1' x 7' . Plane this to an oblong
13-16" X 7". With the use of the tenon-saw and knife cut this to an
oblong 13-16 ' X 5 1-16". Draw the diagonals on one end, and placing
the stick in a vertical position in the vice, bore the hole with a pin-bit.
Draw the plan upon two opposite sides of the stick, omitting
the curves. Cut with the knife to lines. Proceed in the same wav
with the remaining opposite sides, making tlie frustrum of a square
pyramid.
Quadrisect the lines that arc 1-4 from one end and all edges of
the smaller end. Join opposite points and cut to lines, making the
frustrum of an octagonal pyramid. Proceed with the rounding as in
Model No. 1. Finish with tile and sand-paper.
132
SLOYD.
KEY LABEIL.
PUL-L SIZE..
MODEL No. 7.— KEY LABEL.
Cut from a 1-2' board a piece 2 1-4 x 7' , and from this prepare
an oblong 13-32 x 2 1-32 x <> 1-32 '.
Draw the i)lan ui)()n one of the sides of the wood. Bore
hole with auger-bit. Cut to line with knife* and finish with tile and
;iand-paper.
STRING WINDER.
FUL-L- SIZE„
MODEL No. 8.— STSINO WINDEB.
Have the pupil cut from a 1-2 ' hoard u piece 4 1-8" x 4 1-8".
Plane to size 13-32" x 4" x 4". Draw a line through the middle
of this piece jianillel with the griiin of the wood. With the centre
of this line for a centre, draw the plan uix)n the piece. Cut around
with the turning-aaw to within 1-16' of the outside the line.
Cut with the knife up to the lino. Itound edsres with the knife
act^ording to dniwing and tiniNh with tile and itiind-paper.
134
SLOYD.
9.
RDUND RULER.
/I.
PULL-SIZEL.
MODEL No. 9.— ROUND RULER.
Have the pi\\n\ cut from a 7-8 l)()arcl a piece 1 ' x 13" and from
this prepare an ol)long 13-16" x 13-1(V x 12 1-64". Qiiadrisect all
ecl<i:es of both ends and join opposite i)oints except middle points.
Plane corners to lines making an octagonal prism. Model corners
with the plane making a cylinder. Kound the ends with knife
according to drawing and finish with file and 8and-j)aper.
Sl,(iVl)-
]:;;,
10.
PAPER KNIFE.
ruLL 5ize.
MODEL No. 10.— PAPER KNIFE.
Have the pupil cut from a 1-2" hoard a piece 2 x 11 . AVith the
u.se of axe, phine, tenon-saw and knife prepare an oblong 0-32' x 1
1>-1C X 9 1-8'. Place drawing upon one of the sides and with the
use of tenon and turning-saws cut to within 1-1 (>" of the line. Cut
with the knife and file up to lines. Kound and sharpen edges
according to drawing. Finish with file, scra})er and sand-paper.
SLOYD.
137
I I.
HDNB.
FULL SIZ&
MODEL No. U.— HONE.
Have the pupil cut from a 3-4" board a piece 1 3-4' x 16".
Prepare from this an oblong \)'1&' x 1 9-1 iV' x 15 1-16". Dniw plan
upon two opposite sides of wood. Mark off for the 1-4" thickness
with marking-gauge, and with tenon-saw cut down to these lines
within 1-16'' of the handle. With the use of the smoothing-plane,
and chisel cut away down to the lines. Cut around the lines of
handle within 1-16" of the line with the turning-saw. Round and
bevel edges with knife and tile according to drawing, and finish with
8and-pai>er.
8L0Y1>.
12.
LEMON SaUEEZER.
ruLj. size.
SLOYD.
189
MODEL No. 12.— LEMON SQUEEZES.
Have the pupil cut from a 1 3-8" plank an oblong 21" x 2 3-4 '.
Prepare from this two oblongs 1 5-16" x 2 9-1 G" x 10 1-8" using
smootliing-plane on ends. Draw the {)lan upon opposite sides of
wood, and with the tenon and turning-saws cut within 1-1() ' of the
line. Cut up to line w^ith chisel, gouge and file. Make free hand
drawing of handle upon ()pi)osite sides of the handle. Cut wuthin
1-1(5 ' of lines with turning-saw\ Cut up to lines with chisel, gouge,
and file. Model handle with knife and spoke-shave. Draw the
oblique lines according to plan, and cut to lines with smoothing
plane. Hollow out with gouge ; bore holes with pin-bit.
Cut from a 7-8" board a i)iece 2 square. Draw a 1 3-4" circle
upon one of the sides. Cut around circle with chisel, making a
cvlinder. Fasten cvlinder to a piece of 1-2" ))oard in the vice and
with chisel model a hemisi)here. Fasten this hemisphere in place
by means of glue and a 1-4" dowel. Bevel edges with plane and
knife. Finish with sand-paper and join together with a hinge.
140
SLOYD.
13.
PEN TRAY.
PULL SIZEL.
MODEL No. 13.— PEN TRAY.
Havo tht' inij>il cut from a 7-S Ixianl a piece l> \-'2' x 2 /i-4".
Prepare from thi> an obloiiir 1.'>-1() x '2 I>-1() x i> l-.*^2", usin<r hloek-
plane on ends. Transfer ])lan and elevation <lrawinir to hoard.
Hollow with jTonL^e. Finish hevel with plane. Finish remainin«r
parts with sand-paper.
14-.
CUTTING BDARD.
AL-P" SiZF.
MOBEL No. 14.— CUTTING BOARD.
Cut from a 1-X" lioanl a i>it'co 10 ]-X' \ I.") \-2". I'rcparo ftiHii
tliU an oblong' il-ltj ' x 10 I-IH ' i;. l-lll'. riai-e tlnnviiiy ti|.(in
tlift htmrd, and Imro Iiolc with tm<!ev liit.
Cut around lines with turning-saw. Cut to lint-f with ihisci
uml tile.
Finii^h hroad surface with siuootlun-r ))hiiu< : linish e<l>:es with
Mind-piitN!!'-
142
SLOYD.
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SLOYD.
143
MODEL No. 15.— FLOWER POT REST.
Cut from II 1-2" board a piece 1 1-4 ' x 11". Plane to a width of
17-32 ', to a thickness of 13-32". Cut this cross-wise into two equal
parts. Place these two together and considering both as one, cut to
an oblong 5 l-32'\ Dniw the plan upon opposite sides. Place
pieces carefully together in the vice and cut to the line with saw,
chisel, knife, and tile. Finish with sand-paper.
SLOYD.
145
MODEL No. 16.— A SUQAR SCOOP.
Cut from a 2" plank a j)iece 3" x 10'. Prepare from this an
oblong 1 13-1 ir^ X 2 13-1()'' x 9 9-16". Draw plan upon two opposite
sides of wood. Cut around with splitting and turning-saw. Cut to
lines with chisel, gouge, smoothing-plane and files. Place elevation
drawing upon two opposite sides. Cut around lines, excepting
handles, with splitting-saw. Cut to lines with smoothing-plane and
chisel. Transfer again plan drawing. Hollow with gouge, using
mallet. Cut around handle with turning saw. Model bowl with
draw-knife. Cut to lines on handle with knife. Model handle with
knife, and finish with file and sand-paper.
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17.
CLDTHELS HANDER.
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SLOYD.
147
MODEL No. 17.— CLOTHES HANQEB.
For back piece prepare from a 7-8" board an oblong 13-16" x 3
[}'l()" X 16 1-16". Transfer plan drawing. Bore holes with auger bit.
Cut around lines with tenon and turning-saws. Cut to lines with
chisel, knife and file. Bevel edges with plane, knife and file.
Finish surfaces with sand-paper, except under surface.
For pins prepare from a 7-8' board a piece 1" x 13"* Prepare
from this three oblongs 25-32' x 25-32" x 4 1-16". Transfer plan
drawing upon opposite sides of these. Cut around lines with back-
saw ; cut to lines with chisel, knife, and file.
Finish with sand-paper excepting dowels. Fasten pins to back
board with glue and wedges. Finish under surface with smoothing-
plane when dry.
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SLOYl).
149
MODEL No. 18.— DISH DBAINEB.
For shiti:* pivpare from a l-H ' Ixnird an oblong 25-32 x 4' x 18
1-32 . With marking gauge, beginning at one of the long edges, mark
ofl* 1-4 spaces upon top and bottom surfaces. Mark tirst space 1 , third
space 2, and fifth space 3 and so on across the board. Cut between
these spaces with splitting-saw. Cut to lines with jack-plane making
five slats. Finish with sand-paper.
For the rests, ])re})are from a 7-8 ' Ijoard three oblongs 25-32 x 1
5-32' x 4 25-32'. Draw j)lan upon these pieces. Cut around
lines with hack-saw. Cut to lines with knife and file. Finish with
sand-paper. Xail together with I'wire brads. Sink nails with nail-
set. Level up top surface with smoothing-planc and finish with sand-
paper.
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SLOYD.
151
MODEL No. 19.— TOWEL ROLLEB.
For roller prepare an oblong 1 /)-!()' x 1 5-l(i" x 15 3-4 . Draw
diagonals on both ends. Quadrisect all edges on both ends and join
opposite points excepting middle points. Plane corners to lines
making an octagonal prism. Model with plane to a cylinder.
Finish cylinder with file and sand-paper. From the center of both
ends draw 3-4" circle. Set off ends with marking gauge. Cut around
lines with tenon-saw ; cut to lines with knife and tile. Finish with
sand-paper.
For back board prepare an oblong according to drawing.
For brackets prepare two oblongs 13-1(V x 3 i>-l() ' x i] l-liV',
Place these together as one j)iece. Draw plan upon opposite
sides of wood. Saw around lines with turninir-saw. Cut to lines
with chisel, gouge, and tile. Finish edges with sand-paper.
Bore holes with auger-bit ; cut slot with chisel ; finish with
sand-i)aper. Nail and screw together, using 1 1-2 brads and 3-4
screws.
SLOYl).
ir>3
MODEL No. 20.— SPONQE RACK.
For .slats prepare an oblong 25-32" x 4 x 12 1-32 . Proceed
with the making of slats as in Model Xo. IS.
For ends prepare two oblongs 13-32 ' x 4 1-32 x 4 1-32 . Plaee
them together as one pieee. Transfer ])lan dm wing upon o})po.site
sides, and bore holes with auger-bit ; rut around lines with turning-
saw ; cut to lines with smoothing-plane, knite and tile ; finish with
sand-paper.
For back board prepare an olilong !)-32 x S 1-1() ' x 12 1-32".
Transfer plan drawing upon one side; bore boles with auger-bit ; cut
around lines with turning-saw ; cut to lines with knife and file ; finish
with sand-paper.
Nail together with 1' brads: set nails; level up slats with
smoothing-plane : finish with saiul-paper.
J
SLOYD.
155
MODEL No. 21.— BLOTTER.
Prepare for base board an oblong 5'ii'' x 5 1-8'' x 9 1-1(5". Dmw
plan for notch, marking over lines with knife ; cut around lines
with tenon-saw ; cut to lines with 1-2 ' chisel ; make a wedire 1-2"
thick and 10" long to fit notch ; sj)read glue upon wedge and in notch ;
drive together with mallet ; finish ends of wedge with smoothing-
plane ; finish under surface of base board and wedge with smoothing-
plane : plane base board to a thickness of 17-32"; draw plan upon
opj)osite sides of oblong ; cut to lines with chisel and file ; bevel edges
with chisel and file ; finish with sand-paper.
For handle, prei)are an oblong 13-1()" x 13-16 ' x 5 9-10' . Place
hexagon upon ends ; plane sides to end lines ; making a hexagonal
prism ; set off and shape ends according to drawing ; finish with sand-
paper, and screw together.
22.
NAIL BOX..
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SLOYD.
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MODEL No. 22.— NAIL BOX.
Prepare oblongs for })ox according to drawing, finishing edges
with a jack-plane with the help of a shooting-board ; finish inside
surfaces with sand-paper. Nail together with 11-4 ' brads; set nails
and finish outside surfaces with snioothing-plane and sand-paper.
SLOYD.
159
MODEL No. 23.— STIBBING SPOON.
Prepare an oblong 1 7-8 ' x 3 3-4 ' x 15 1-2". Draw plan upon
opposite sides of wood ; cut around lines with splitting and turning-
saws ; cut to lines with chisel, gouge and file; transfer elevation
drawing upon opposide sides ; cut around top line of ])owl with
splitting-saw ; cut to line with smoothing-plane and chisel ; hollow
with gouge ; finish hollowing with sand-paper ; model ])owl with
draw-knife ; cut around lines of handle with turning-saw ; cut to
lines with chisel, gouge and file ; finish with sand-paper.
IGO
SLOYD.
24,
TABLE MAT.
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SLOYD.
161
MODEL No. 24. —TABLE MAT.
Prepare oblongs 5-6' x 1 1-4" x 12' except two side oblongs which
should be made 1 3-8" in width. Glue joints ; clamp in bench ; make
and fit wedge, and when dry plane wedge and sides as in Model
No. 21.
Gauge thickness, and plane to line ; bevel edges with smoothing-
piane ; finish with file and sand-paper.
162
SLOYD.
25.
CnAT HAN
HALF SIZE..
MODEL No. 26. — COAT HANGEB.
Prepare an oblong 1 1-16 " x 2 5-16' x 15 17-32' ; draw elevation
upon two opposite sides of oblong ; cut to convex lines with spoke-
shave ; cut to concave lines with round plane. Transfer plan draw-
ing upon two opposite sides ; cut to lines with smoothing-plane ;
model top surface with spoke-shave ; l)evel ends with knife ; bore
holes with auger and pin-bit ; bend hook with square and round-
nosed pliers ; insert dowel with glue ; finish with file and sand-paper.
26.
RUUER.
FULL SIZE
MODEL No. 26. - RULES.
Pi-cpnre nn olilong !i-3i x ■> \-A'2'
ititHlcl, pliui (Imwin^ mul «'l<vjiti(.ii ilruwii
witli saiid-jHiiJer.
l'> \'?>'i . Transfer to
■I. I'liiiic to linos ; finish
8L0YD.
165
MODEL No. 27. — BILL HOLDEB.
Prepare an oblong for base board 25-32" x 6 1-16" x 9 5-16".
Transfer plan drawing upon opposite sides ; cut around lines with
splitting- and turning-saws ; cut to lines with chisel and file ; bevel
edges with chisel and file ; finish with sand-paper.
Prepare a piece for top board 25-32" x 4 1-16 x 5 1-16" ; pre-
pare notch as in Model No. 24 ; prepare for middle rest a piece
25-32" X 1 9-16 ' X 5 ; prepare this piece for notch ; glue together.
Transfer drawing on top board ; cut around lines with turning saw ;
cut to lines with chisel, block-plane and file. Transfer elevation
drawing to both ; cut to lines with block plane ; finish with sand-
paper ; join this to base board with hinges ; insert dow^els for springs.
To make spring, wind three feet of 1-16" brass wire around a
3-8 ' iron rod. Place spring over dowels.
8LOYD.
167
MODEL No. 28. — BOOK HACK.
For end pieces prepare two oblongs 9-16 ' x 4 1-1(5 * x 5 1-16'\
For pieces that are dove-tailed to end pieces prepare oblongs
9-16" X 2 3-4' X 5 1-16". Set oft' tongue for groove with marking-
gauge ; cut to lines with chisel.
Transfer drawing for dove-tail, marking over lines with point of
knife, using the bevel-gauge. Cut around Jines with tenon-saw ;
finish with chisel and knife.
Transfer drawing upon end pieces, cut around lines with
turning-saw, cut to lines with chisel, gauge, and file ; cut to lines of
dove-tjiil with knife, using bevel-gauge ; cut around lines with tenon-
saw ; cut to lines with chisel and knife and fit to other pieces ; glue
joints, using mallet for driving together.
Finish with smoothing-plane and sand-paper. Prepare pieces
for runs according to drawing ; set off* grooves with marking gauge ;
cut to lines with 1-8" chisel.
Prepare cross-pieces according to drawing : finish with sand-
paper ; glue and nail together, using 8-^ brads.
SLOYD.
169
MODEL No. 29.— MAIL BOX.
Prepare back hoard according to drawing. Prepare oblongs
for sides and front piece, allowing 1-1 (>" in all dimensions.
Prepare dove-tailed joints as in model Xo. 28. Glue together
dove-tailed joints. Finish inside faces with sand-paper. Finish
outsKlc faces with smoothing-plane and sand-paper.
Prepare bottom piece and insert it with brads and glue.
Glue, nail and clamp all to back board.
Prepare cover, making opening with auger bit, chisel, and file ;
join cover with hinges to back board.
Finish with sand-paper.
170
SLOYD.
30.
PUL-L-ELY QL.nCK.
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FUl^l.SIZ&.
SLOYD.
171
MODEL No. 80.— PULLEY BLOCK.
Prepare oblong for block ; make opening with auger bit, chisel,
and file, working from both sides ; curve ends, according to drawing,
with spoke-shave and file. Finish with sand-paper.
Prepare cylinder for wheel according to dniwing ; bore hole for
spindle ; hollow with gouge and rat-tail file ; finish with sand-paper.
Prepare spindle, insert it in block and wheel, placing glue upon
that part which extends through the wheel.
Finish ends of spindle with knife and sand-paper.
31.
KNIFE. BDX.
HALF SIZE.
173
SLOYD.
MODEL No. 31. — KNIFE BOX.
Prepare sides and end pieces ; prepare end pieces for housing ;
finish inside surfaces with sand-paper ; dove-tail and glue together ;
finish outside surfaces with smoothing-plane and sand-paper.
Prepare middle piece and insert it with glue into end pieces.
Make bottom piece and fasten it with glue and brads to sides
and ends. Finish with sand-paper.
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SLOYD.
34.
SE.T SQUARE..
FULL Size.
SLOYD.
177
MODEL No. 34. — SET SQUABE.
Prepare oblong ; bore hole with auger-bit ; ti^aiisfer plan drawing ;
cut to lines with snioothing-plane.
Transfer elevation drawing ; bevel edge with smoothing-plane ;
finish with sand-paper.
1
35.
PHDTDGRAPH
FRAME,
HAO' SJZEl
SLOYD.
179
MODEL No. 36. — PHOTOGRAPH FBAME.
Prepare oblongs for front and sides ; transfer drawings ; cut
around outside with turning-saw ; cut around openings with key-hole
saw ; cut to lines with chisel, gouge and file. Finish with sand-
paper.
Prepare grooving according to drawing ; glue together ; finish ends
of glued joints with knife and sand paper.
35.
TRY 3DUARE.
MAur aizb
SLOYD.
181
MODEL No. 36.— TRY-SQUARE.
Prepare oblongs accordings to drawings ; set oif slotting with
marking-gauge ; cut around lines with tenon-saw ; cut to lines with
1-8" and 1-2'' chisel. Glue together using clamp ; bore hole with
auger-bit. Finish with sand-paper.
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SLOYD.
183
MODEL No. 37. — SILVEB BOX.
Prepare bottom and cover according to drawing ; finish with
sand-paper. Prepare sides and ends for dove-tailing ; allowing
1-16' in all dimensions; make dove-tail joints and glue together;
finish sides as in No. 31 ; glue and nail sides to bott(mi piece.
Prepare pieces for mitring ; cut and fit mitred-joints ; nail and
glue to box ; finish with sand-paper.
Attach cover to box with hinsres.
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MODEL No. 38. — MARKING GAUGE.
Prepare piece for moilising ; set off mortice with marking-
gauge ; make mortice with 1-4 ' auger-hit and 1-4 ' and 1-2'^ chisel.
Prepare piece containing the screw and insert tlie screw ;
sharpen screw point with saw-file : make and tit keys.
Finish with sand-paper.
SLOYD.
187
MODEL No. 39. — WALL BRACKET.
Prepare backboard according to* drawing. Prepare hihelf and
brackets, using 1-4" gouge and 1" chisel on edges of shelf and the
parting-tool for graving on brackets ; finish with sand-paper.
Prepare and fit notched dove-tail, inserting with glue.
Fasten shelf and bracket to back boards with screws.
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SLOYD.
189
MODEL No. 40. — COMB AND BRUSH CASE.
Make back and front board aecordinj^: to drawing.
Pi'epare, fit, and glue dove-tailed joints. Finish outside with
smoothinjr-plane and sand-paper.
Nail, glue and clamp to back.
BUREAU TRAY.
SLOYD.
191
MODEL No. 41. — BUREAU TRAY.
Make bottom board accorclinij to drawinfr and finish with sand-
paper.
Prepare side pieces.
Make, jrhie and finish dove-tailed joints. Finish outside surfaces
with block-phme and sand-paj)cr. Ghie and chinip sides to back.
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SLOYD.
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MODEL No. 42. — OTTOMAN.
Prepare (»l)lonirs for legs. Set otY moi-tice in legs ; make moi'tice
with 1-4 ' auger-i)it and 1-4" and V chisel ; bevel and chamfer legs.
Prepare side pieces ; set off tenon Avith marking-gauge ; make
tenon with tencm-saw and 1" chisel ; make mortice in side pieces for
mortice-blocking ; tit, glue and clamp together mortice and tenon-
joints.
Prepare top piece ; glue top piece to sides and legs with common
blockin<r and mortice and tenon-blockin*^.
SLOYD.
VJb
MODEL No. 43. — CABINET.
Prepare hase hoard, side pieces, upj)er shelf, and partition ; do
gmving on side pieces ; ghie and screw toirether hase hoard, side
pieces, partition and upper shelf. Make and lit hack. Glue and
screw hack in place.
Prepare pieces for doors ; make half-lap joint for doors, using
marking gauge, tenon-saw and V chisel.
Glue and clamp together half-lap joints ; finish surfaces with
smoothing-plane. Do rehating with 1-4" chisel.
Make, fit, and glue panels in doors. Hang doors with hinges.
Fit locks ; make and fit ornamental ])ieces above and below ;
glue and nail them in i)lace. Finish with sand-paper.
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SERIES No. 5.
The different kinds of work embodied in this series of models, —
namely advanced Cabinet work, Wood-carving, Staining, Varnishing,
Designing, Drawing, — and the success that has accompanied the
experiment, help, in a great degree to solve the problem as to how
Manual Training should be taught so as to place it on a practical
and an educational basis.
A pupil at the lathe, finds the work much different from what
has gone before, he not only holds and guides the tools ; but the
material with a mighty power behind it, is driven at a speed of three
thousand revolutions a minute against him, and he sees and feels
that bodily harm may result, if care is not taken in tlje
manipulation of the tools. He soon finds that it takes courage as
well as skill to be able to do good work in turning.
THE EQUIPMENT.
The equipment for the room is as follows : A five-horse-power
electric motor or steam engine, six first-class speed lathes, twelve
benches, such as were used in the preceding work ; one wood
carving bench extending the length of the room, and a full equip-
ment of tools, with oils, shellac, varnishes and stains. With this
equipment a class of twenty-five may be taught, if the models are so
arranged as to embody the different kinds of work named above.
199
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SLOYD.
201
MODEL No. 1. — TOOL HOLDER.
Xew Exercise: — Making cylinder.
Tools: — Roughing gouge, smoothing chisel, parting-tool.
Wood: — Whitewood, oiled and shellaced.
Note : — All staining, oiling or shellacing on turning should be done
on the lathe. The roughing-gouge is used in preparing all work for the
other tools, and the parting-tool is used on ends before the tool for finishing.
202
SLOYD.
2^
GIMLET HANDLE.
FULL SIZE,
SLOYD.
203
MODEL No. 2. — GIMLET HANDLE.
Xev: Exercise: — Taperiwj.
rW;— 1-2 ■Chisel.
Wood: — Cherry, oiled and shellaced.
204
SLOYD.
3^
riLEL handle:-
FULL SIZE
SLOYD.
205
MODEL No. 3. — TOOL HANDLE.
N'ew Exercise: — Rounding end and fitting ferule.
TboZ;— 1-2" Chisel.
Wood: — Maple, oiled and shellaced.
BRIC-A-BRAC.
OUARTtRSlZC.
8L0YD. 207
MODEL No. 4. — BBIC-A-BBAC STAND.
Piece No. 1.
New Exercise: — Making step cylinder,
7boZ; — l-2'' Chisel.
Wood: — Whitewood, oiled, stained black-walnut, and shellaced.
Piece No. 2.
New Exeixise: — Concave cutTes,
Tools: — Gouge and chisel.
Wood: — Same as No. 1.
Piece No. 3.
New Exercise : — JReverse cua^es.
Tools : — Gouge and chisel.
Wood: — Same as No. 1.
Piece No. 4.
New Exercise: — Short concave curves.
Tools: — Gouge and chisel.
Wood: — Same as No. 1.
Piece No. 5.
New Exercise: — Cutting down to 45^
Tools: — Chisel and parting-tool.
Wood : — Same as No. 1 .
Shelves.
New Exercise: — Carving.
Tool: — Skew-chisel.
Wood: — Same as No. 1. with a coat of varnish rubbed down
with pummice stone and oil.
SLOYD.
209
MODEL No. 5.— TOWEL BACK.
New Exercise: — Making convex^ elliptical curves.
TooA^ ; — Parting.lool, 1-2'' chisel.
Tool for carving : — Skew-chisel.
Wood: — Whitewood, stained and finished as in No. 4.
SLOYD.
211
MODEL No. 6. — WINDOW BOX.
New Exercise: — Semi-Circular concave curves.
Tool: — 1-2' Gouge.
Tools for cai^nng : — Parting-tool and skew-chisel, 3-8" gouged
Wood: — Wliitewood, oiled and shellaced.
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MODEL No. 16. — BOOK SHELVES.
Netv Exercises : — Cutting dow7i in short reverse curves.
Tool: — 1-4' Gouge.
Tools for carving: — Parting-tool, 3-8' gougo, 1-4" flat
gouge, 1-2 ' flat gouge, 1-8' gouge, back-ground tool.
Wood: — AVhitewood, antique .stained and finished as in No. 4.
^
SLOYl).
225
MODEL No. 18. — PAPEB RACK
^^ew Exercise : — Beading,
Tool: — 1-4" Chisel.
Tools for carving: — Same as in No. 15.
I
SLOYI).
227
MODEL No. 19. — BBEAD BOABD.
X^eic Exercise in Curvinff : — Hollnwiufi,
Toni : — 1-4 Hal irouiro, 1-s jroutrt*, aiul sumo as in No. 15.
If oor/ ; — ( iuiii wood.
20.
-atLL riLE,-
SLOYD.
229
MODEL No. 20. — BILL PILE.
y^ew Exercitae: — Chuvk-Turning.
Tool: — Chisel and round-nosed tool.
Wood: — Gum wood, oiled and shellaced.
PULLEY
WHCCb—
— rULL. SIZE, —
MODEL No. 21. — PUUiEY BLOCK.
A^eif i'j'ercwc. — ^[akin^ and Jitliiig box-^lmcktojurtiittti.
Tc'Ik: — Itiiund-llosed tool, gouge and chisel.
Wuvi: — Wliitcwood, oiled Jiiid slmllaeed.
2 2.
BLDTTE.R.
FUL.L aizc.
MODEL No. 22.— BLOTTEB.
Xo Xeic Exeiwc
Wood: — Gum wood, oiltd and shellaced.
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SLOYD.
235
MODEL No. 26.— INK STAND.
jVb New Exercise,
Wood: — Gum wood, oiled and shellaced.
MODEL No. 26. — EASEL.
Test Model.
Wood: — Gum wood, oiled and shellaced.
27.
-PDwnE.R sDx &.cdve:r-
— FULL SIZE-
MODEL No. 27. — POWDER BOX.
JVero Exercise: — Fittim/
Wood: — Black walnut, oiled ami shellaced.
240
SLOYD.
NAPKIN RINGr
— FULL. SIZE —
MODEL No. 28. — NAPKIN SING.
^ew Exercise : — Boring atid JiUinff to cylinder for turning.
}V<x>d : — Dift'ereiit kinds glued together, oiled and shellaced.
i
SLOYD.
241
MODEL No. 29. — BUTTER STAMP.
yrt JTetr Exercise.
Wood : — White wood.
o oo -^
SERIES VI., FOROINO.
SERIES No. 6.
PORGINO.
The work in Jorf:iii;: iiiitiinillv I'uliows tlic workhifr in wood.
It muy iili^o. III.' coexiistiiiit with it in the :>h:ij)e of (mlteni iimkirijr,
whidi shouhl he precftK-d by iiistniitioii in iiinuliliti^. The work
with the foi-«rf is iiiiidi iHlferent from imytliiiif: that lisw sronc ticfoiv,
except chiy iiio<lt>lliiig. No better pljice i> jifforded the pupil fur
testing his eyv, seiiso of form, liis itiil<;iii('iit uf diiiieiision, (lusiiitity,
skill of hiiml, i-tc.
It is hard luul often diseounigiiij: work luit at the same time
fu»cinntii)<j: and hijrhly educatiiijr- Here a change is made in regard
to drawing. Iii the previous work the pupils have worked from
tlioir own drsiwiiigs made from the study of the model ; hut now
they are to make models from the study of prepared drawings.
244
SLOYD.
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245
MODEL 19 o. 1. — HAMMER EXERCISE.
Take 5 of 3-4 round iron. Heat and draw down to 1-2" sq.,
tapering and pointing ends as .shown in drawing, making wedge end
first. Care should he taken not to hurn iron in making pointed end.
MODEL No. 2. — BENDING EXERCISE.
Take 5 ' of 1-2 ' s(j. iron. Mark otl* from one end 1 3-4" with
prick punch. Heat shoulder over round corner and draw out to
3-1(5' X 1-2' X 3 1-M . Ileat and bend eve over horn. Heat and
point the other end.
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SLOVD.
24
MODEL No. 3. - ROUND RING.
Exercise : — Bendinff,
Take 7 1-4" of 3-8 round iron. Heat and tup up ends, allow-
ing for inside circle. Heat and bend to right size.
MODEL No. 4. — SQUARE RING.
Exercise : — Betulhu/.
Take 7 3-4 of 1-2 stj. iron and proceed as in Xo. 3
MODEL No. 5. — FLAT RING.
Exercise : — BemUuff.
Take ^ ' o>* 3-4 x 1-4 iron and proceed as in No. 3
MODEL No. 7. — S HOOK.
Exercise : — Bendintf.
Take 5' of 1-4 round iron. Round ends and bend according
to drawing.
-U....„H..k
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SLOYD. 249
MODEL No. 6. — HARNESS HOOK.
Exercise : — Bending and shouldering.
Take 7 1-4' of 3-8" round iron. Point and bend according to
drawing, bending hook first.
MODEL No. 8. — STAPLES.
Exercise: — Pointing and bending.
Take 3 5-8'' of 1-4 ' round iron. Point and bend according to
drawing. Special care should be taken not to l)urn ends.
MODEL No. 9.— HOOK.
Exercise: — Bending^ Pointing and Twisting,
Take 8' of 5-16 ' round iron. Draw down 2" for eve and bend.
V
Mark off from shoulder of eve 4 1-8 ' ; draw out on other end 2 1-2"
for hook, point and bend hook according to drawing, heat body
grasp with two pairs of tongs and twist 180"^
MODEL No. 10. — TRUCK HANGER.
Exercise: — Punching ^ Riveting and Heading,
Take 9 1-4" of 7-8" x 3-16 iron. Square ends ; punch hole 3-8"
from end and bend shoulder ; punch holes 3 1-2 and 7 1-2 from
shoulder, bend and rivet together, using vice in riveting. Next
take 3 1-2" of 5-16" round iron for hanger, upset one end and head
in heading tool, bend hook using bolt tongs in bending.
250
SLOYD.
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SLOYD.
251
MODEL No. U.— HEXAGON WITH FYBAMIDAL POINTS.
Take 5 ' of 3-4* round iron ; hammer to hexagon ; draw out one
end to pyramidal point.
MODEL No. 12. — OCTAGON WITH CONICAL POINT.
Take 5" of 3-4" round iron ; hammer to 5-8 ' octagon ; draw out
one end to conical point.
MODEL No. 13. — SPINDLE.
Exercise: — Swaging.
*
Take 6'' of 5-8' square iron, hammer ends to ^>-l() ' round;
draw out ends to i)AiV' round, using swage for linishinir.
— AnsU-Ja
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SLOYD.
253
MODEL No. 14.— ANGLE IRON, PARALLEL LEGS.
Exercise: — Making Square Corners.
Take 8 ' of 1-2 ' square iron ; upset as in No. 14 and bend over
square corner of anvil, finish according to drawing.
In welding, special care should be taken to keep the fire clean in
order to insure a good weld, and high, to prevent the blast from
cooling the iron.
MODEL No. 16.— ANGLE IRON WITH TAPERED LEGS.
Exercise: — Bending Square Shoulder,
Take 4 1-2 ' of 1-2 x 5-8' , upset in center, bend over round
corner of anvil, making outer corner square ; draw out legs accord-
ing to drawing.
254
6LOYD.
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255
MODEL No. 16. — V SCARF WELD.
Take two pieces of 1-2 sKjuare, 4" in length; upset and scarf
as shown in drawinir, niakinir V with cohl chisel ; place the pieces
together before heating Jnul proceed as in No. li\.
MODEL No. 17.— SIDE SCARF WELD.
Take two pieces of 1-2 ' scjuare iron, 4 ' in length ; upset and
scarf over anvil as shown in drawing, heat to a welding heat, and
with aid of helper join and weld together, being sure that the
surfaces are clean. Heat and hanmier accordiuij: to drawinii:.
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SLOYD. i>:>7
MODEL No. 18. — CHAIN LINKS.
Take 5' of 1-4' round iron; bend and scarf; heat and weld
together.
MODEL No. 19. — WELDED RINGS.
Take 8" of 3-8 round iron ; upset and side scarf, weld together.
MODEL No. 20. — SQUARE RINGS.
Take 7 3-4 of 1-2" stjuare iron ; upset scarf, and proceed as
with previous models.
MODEL No. 21. — FLAT RINGS.
Take 9' of 3-4 x 1-4 iron ; upset, scarf, and proceed as with
previous models.
MODEL No. 22.
Take 10 3-8^ of 3-4^' x 1-4' iron; upset, scarf, and weld
toijether.
Note. The first three rings are wekled over horn ; the last is
welded on face of anvil.
258
SI.OVD.
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SLOYD.
259
MODEL No. 23. — KNEE IRON.
Take two j)ieeo?? of 5 .'^-4 of 3-4 x 1-4 iron ; upset, .scarf, and
welil with aid of helper.
MODEL No. 24. — T IRON.
Take one i)ieee <» 1-:^ and another T) ;^-4 of 8-4 x 1-4" : scarf
and weld.
XoTE. The (lirtrHMit scarf-^ in weldinir should he made in lead
by the teacher hefore the clas'^.
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SLOYD.
2C1
MODEL No. 26. — T IRON.
Take one piece (5 3-4" and another one 5' of 3-4" x 5-16" iron.
Take the 5" piece ; upset, split with aid of cold chisel, drawing ends
out and at right angle to body. Upset other piece in middle ; make
hollow for scarf. Weld together with aid of helper.
MODEL No. 2ef. — CLEVIS.
Take 14 1-2' of 1-2'' round iron; scarf both ends; bend and
weld eyes according to drawing. Make bolt, heat and punch eye
for spring key. Make spring, bending eye around 1-4'' iron.
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SLOYD.
268
MODEL No. 27. — HOOK.
Tiike 7 3-4" of 1-2 ' round, iron; ui)set end, flatten and punch
eve and tinish over horn. Point otlier end and bend accordinir to
drawiuiT.
c
MODEL No. 28. — SWIVEL.
Take 5 1-4 of 5-1(5 round iron ; .scarf and bend. Take 7-^ '
of 7-8" X 1-2 * iron ; punch hole and shape for body ; wehl this to the
prepared piece; take 4 f)-^" of 5-11)' round iron for holt; for head
of bolt take a piece lonir enouirh to <ro around bolt : bend this round
the end of bolt ; lieat and weld toirether.
264
SLOYD.
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SLOYD.
265
MODEL No. 29. — 1-2 ' SHARE HEADED BOLT.
Take 4' of 7-8" x 3-4' iron ; dmw down with aid of swage and
head with aid of heading tool.
MODEL No. 30. — 1-2^' HEXAGONAL HEADED BOLT.
Proceed with the making as in Xo. 29.
-MODEL No. 31. — 1-2'^ SQUARE NUT.
Take 7-8" of 7-8' x 1-2" iron ; punch hole and form according
to drawinij.
MODEL No. 32.-1-2" HEXAGONAL NUT.
Take 7-8 ' of 7-8'' x 1-2 iron ; and proceed as in No. 31.
266
SLOYD.
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SLOYD.
267
MODEL No. 33. — OCTAGONAL CENTER PUNCH.
Take 4 1-2' of 1-2'' octagonal steel, bevel, handle according to
drawing, draw out point according to drawing and temper.
Note. Care should be taken not to burn steel, for burned steel
is worthless.
MODEL No. 34.— CAPE CHISEL.
Take 7" of 5-8 ' octagonal steel. Pr')ceed with the making as
with No. 82.
XoTE. The exercises of tempering should be fully illustrated
and explained by the teacher.
MODEL No. 36. — FLAT CHISEL.
Take 7 ' of 5-8" octagonal steel. Round end according to
drawing ; draw out, cutting end according to drawing ; temper.
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SLOYD.
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SLOYD.
26D
MODEL No. 36. — ROUND-NOSED LATHE TOOL.
Take 7 3-4" of 7-8" x 1-2" steel. Round end and draw out
point according to drawing ; temper.
MODEL No. 37. — CUTTINQ-OFF TOOL.
Take 1" of 7-8" x 1-2" steel. Round end; form cutting-end
ac/cording to drawing.
— T„n,, Tn,7! rr —
SLOYl).
271
MODEL No. 38. — SIDE TOOL.
Take 7 3-4" of 7-8 ' x 1-2'' steel ; round end, and point accord-
in*: to drawing ; temper.
MODEL No. 39. — DIAMOND POINT.
Take 7* 1-2 of 7-8 x 1-2 steel; round end; draw out and
point.
NoTK. The last model sliould he worked in lead before
attempting it in steel.
r""*^
SLOYl).
273
MODEL No. 40. — FLAT PEIN HAMMER.
Take .*> lUi ' of 7-S s(iujiie steol ; punch eye and draw out
acoordiiijr t<> dra\vin<j:.
MODEL No. 41. — TONQS.
Take iV of 1' s(]uare iron ; form jaw on l>otli ends of piece and
punch hoh»s ; cut in center; drawdown; form and weld handles to.
tliese. Make and phu*e rivet.
MODEL No. 42. — MACHINIST HAMMEK.
Take .*> .')-4 ' of 1" x 1" steel; upset in center; punch eye and
sha])e with aid of fuller; draw out ends, finishing with swage and
file.
-TM-m — III ^^n^fiir'
EQUIPMENT FOB FOBGE SHOP.
\n nmny forges ti^ ntoiii cun ac^coiiKxlate, eiirh forjfe ifliould
have a |H>ker, j*liovcl, i4])i-mkler, (lod, ami tank with liliiwer attach-
ment for lilasi, iiiid fan for i-arryiiig; olf snioko, if the draft of a
cotiimon cliiiiiiicv i." not sufBcienf. One anvil for racli foi^e.
Each fi)r;re should l>c supplied with the folluwin-^ tools :
I Machinist Hammer
1 Outside- ('iili)ior,
1 C.dd Chi.-vl.
1 Hot Cliisei.
1 Hardy.
I Steel Square.
I Two-Fo..t Hide with hrass rim.
FuUers (top and luittom).
Swages (top and hottom).
1 Flatter.
Copjier Bh.eks.
1 Round I'unch.
1 Center Pun.li.
Heading Tools (.i-Ki ' x 1-2").
1 Sledge Hammer.
1 Leatiier Apron.
1 Course liastuvd File.
Common Tongs ( 1-4 ;(-« ■ 1-2" 3-4").
Bolt and Link Tongs.
I Wood Mallet.
1 Iron Vice.
To kToid fine, thii book ibould be rctunied o
371.387 .8399
Sloyd
SUnford
SUnford Unlvinlty UbrirlM
illllllllllll
3 6105 042 868 278
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